Hi Loretta and Drew. I think the most important thing at this point is for you two to identify the goals that you want to work towards, both science and media literacy goals. Then work backwards from there to address assessment (what could students do or show to demonstrate that they had achieved those goals) and define the activities that would help students to achieve those goals. Then comes the planning steps and resources. I hope you can have the goals thought out when we coach on the 14th.
Chris
Briefly describe your tentative APP: After studying the digestive system and the essential nutrients necessary for good health, students will examine TV commercials about food and compare them to what they already know about healthy eating. Students will explore how media messages can influence food choices, and will determine if this influence is positive or negative for a given set of commercials. Students will learn how to use tools to deconstruct media messages. They will will form groups and decode an assigned commercial together, and then facilitate a class discussion about that commercial. The final project will be to select a helathy food from the Food Pyramid and create an advertisement for that food. Possible final projects could be: -posters to be hung in the cafeteria, -a radio message to be played over the loudspeaker at school -TV commercial Final projects will be posted on our school websites for parents and students to view.
Tentative Title: Do Advertisements Affect Our Health? Target Audience: 6th grade students Dates and timeline for implementation:
Curriculum Goals: -To teach students basic nutritional information and especially how to read the USDA food pyramid in order to make informed decisions about foods they should include in their healthy diet. -To give students tools to help them deconstruct a TV commercial in order to gain an understanding about the purpose of a given media message. -To help students understand that media messages may not have the “good of the public at heart” and that messages can distort or twist the facts in order to sell a product. -To engage students in critical thinking skills, especially the ability to analyze and evaluate media messages.
We will address the following performance indicators: ELA Language for Information and Understanding Std 1: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. ELA Language for Critical Analysis and Evaluation Std 3: Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. In this case, students will analyze and evaluate media messages (TV commercials) using a standard set of questions and form opinions about what these messages are about. Science Indicator 5.2: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms. Personal Health and Fitness Std 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. A Safe and Healthy Environment Std 2: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. Resource Management Std 3: Students will understand and be able to manage their personal and community resources to help them make good choices in maintaining a healthy body.
Media Literacy Goals: Students will understand: -That media messages are constructed for a particular purpose and are directed toward a target audience. -That media messages can influence our beliefs, attitudes, and behaviors toward food, health, and nutrition. -That media messages can be misleading and may be intended to deceive the public by twisting and/or distorting facts. -How to use key questions to decode media messages.
Other Goals: i.e. listening skills, group work,media production
Proposed Activities: Pre-Unit activities to help students become familiar with the topic: -Discussion about what media messages are. -Homework assignment: Keep track of TV commercials for the next week. Record each commercial in a log. -Engage in a daily discussion about commercials students have viewed. What are these commercials saying? How does that match what you know about nutrition? Learning Tasks for the Nutrition and Media Literacy Unit -Define media messages. -Based on the list students maintained from the previous week, the class will generate a list of recent commercials. -The Library Media Specialist will try to obtain copies of these commercials from Youtube and will convert them to .wmv using Zamzar -Engage students in a discussion about these commercials. Introduce the components of the analysis tool: KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx What are these commercials saying? Why are they saying it? What action do they hope their audience will engage in? Who is the audience? -Using the Key Questions tool, and a selected commercial (Carrots, Eat 'em Like Junk Food commercial) teachers will deconstruct a commercial for the class. -Using the Key Questions tool, teachers and students will deconstruct a commercial together. -Using the Key Questions tool, students will deconstruct an assigned commercial in small groups. Teachers will circulate and assist as needed. -Students will independently decode an assigned commercial in small groups. -The small groups will conference with the teacher to assess their progress. -When the teacher is satified with the results, the group will prepare a lesson for the class using the deconstructed commercial. -The student groups will present their commercial to the class, give the class a chance to decode the commercial, and then lead a discussion about the results.
Assessment/Evaluation (how will you know your APP works to meet your goals?): -Students will decode an assigned commercial video clip in small groups. They will prepare a presentation for the class in which they will show the video, and will facilitate while classmates decode the group's commercial. Students will use KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx to deconstruct the media message of the commercials. The class and the group will discuss their results. This method will allow students to prepare a topic for teaching (which results in the highest level of learning) and will also give all students multiple chances to decode media messages. -We will assess if we have met our goals by evaluating the results of the students' presentation as well as individual student skills in deconstructing the media message of each group presentation.
Resources/Support that will help you in your development of the APP: -Project Looksharp Materials to help us define and implement our literacy goals. -Commercials downloaded from YouTube and converted to .wmv format using Zamzar
Commercials We Have Collected (Our goal is to collect 50 video clips of various food commercials)
Mean Joe Green Coke Baby Carrots, Eat ‘em Like Junk Food Cocoa Puffs Elevator Airheads Bustin Loose I’d Like To Teach The World To Sing Coke Dr Pepper I’m a Pepper Fruit Loops Colossal Island Hawaiian Punch Lucky Charms Michael Jackson Pepsi Generation Trix Got Milk Commercial Trix Yogurt Rice Krispies Popsicle Commercial Reeses Commercial
Difficulties/Obstacles to developing your APP: Our most challenging obstacle is our Internet filter, which is set to maximum in our district. It is exceedingly difficult to access many online resources. We are working from home to obtain the needed materials for this project. Our filters and district policy limit us in our ability to use online apps with our students.
Planning Steps: We have completed steps 1-5. Our next meeting will be in early January when will address step 6 and beyond.
1) Select a topic and begin to develop appropiate goals for the topic in terms of content and media literacy. We began this at the LSTA workshop. 2) Look more closely at the goals we have developed to determine if they fit the topic. 3) Collect commercial video clips for analysis. 4) Meet to plan activities in more detail and refine goals. Make sure this part of the Nutrition Unit aligns with the Science goals for 6th grade students. 5) Design the Key Question analysis tool. Refine it a bit more to align with 6th grade maturity levels. Include questions that will help students make the connections between what they have learned about eating healthy food and what the commercials are saying. 6) Design a log for students to record the commercials they have viewed for the Pre-unit activities. 7) Design a document that will scaffold/support students in their teaching experience. 8) Prepare a letter home to introduce parents to this topic and enlist their help in recording commercials viewed in the log. Encourage parents to discuss their views about the commercials with their child. 9) Using the Key Question Analysis Tool, attempt to deconstruct the commercials collected in order to develop our own skills in preparation for teaching the unit. 10) Map out a time frame for this unit. 11) Prepare for unit. Print out materials. 12) Launch unit.
Name: Loretta Johnson and Drew Deapo
Hi Loretta and Drew.
I think the most important thing at this point is for you two to identify the goals that you want to work towards, both science and media literacy goals. Then work backwards from there to address assessment (what could students do or show to demonstrate that they had achieved those goals) and define the activities that would help students to achieve those goals. Then comes the planning steps and resources. I hope you can have the goals thought out when we coach on the 14th.
Chris
Briefly describe your tentative APP:
After studying the digestive system and the essential nutrients necessary for good health, students will examine TV commercials about food and compare them to what they already know about healthy eating. Students will explore how media messages can influence food choices, and will determine if this influence is positive or negative for a given set of commercials. Students will learn how to use tools to deconstruct media messages. They will will form groups and decode an assigned commercial together, and then facilitate a class discussion about that commercial. The final project will be to select a helathy food from the Food Pyramid and create an advertisement for that food. Possible final projects could be:
-posters to be hung in the cafeteria,
-a radio message to be played over the loudspeaker at school
-TV commercial
Final projects will be posted on our school websites for parents and students to view.
Tentative Title:
Do Advertisements Affect Our Health?
Target Audience:
6th grade students
Dates and timeline for implementation:
Curriculum Goals:
-To teach students basic nutritional information and especially how to read the USDA food pyramid in order to make informed decisions about foods they should include in their healthy diet.
-To give students tools to help them deconstruct a TV commercial in order to gain an understanding about the purpose of a given media message.
-To help students understand that media messages may not have the “good of the public at heart” and that messages can distort or twist the facts in order to sell a product.
-To engage students in critical thinking skills, especially the ability to analyze and evaluate media messages.
We will address the following performance indicators:
ELA Language for Information and Understanding Std 1: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.
ELA Language for Critical Analysis and Evaluation Std 3: Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. In this case, students will analyze and evaluate media messages (TV commercials) using a standard set of questions and form opinions about what these messages are about.
Science Indicator 5.2: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.
Personal Health and Fitness Std 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
A Safe and Healthy Environment Std 2: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Resource Management Std 3: Students will understand and be able to manage their personal and community resources to help them make good choices in maintaining a healthy body.
Media Literacy Goals:
Students will understand:
-That media messages are constructed for a particular purpose and are directed toward a target audience.
-That media messages can influence our beliefs, attitudes, and behaviors toward food, health, and nutrition.
-That media messages can be misleading and may be intended to deceive the public by twisting and/or distorting facts.
-How to use key questions to decode media messages.
Other Goals:
i.e. listening skills, group work,media production
Proposed Activities:
Pre-Unit activities to help students become familiar with the topic:
-Discussion about what media messages are.
-Homework assignment: Keep track of TV commercials for the next week. Record each commercial in a log.
-Engage in a daily discussion about commercials students have viewed. What are these commercials saying? How does that match what you know about nutrition?
Learning Tasks for the Nutrition and Media Literacy Unit
-Define media messages.
-Based on the list students maintained from the previous week, the class will generate a list of recent commercials.
-The Library Media Specialist will try to obtain copies of these commercials from Youtube and will convert them to .wmv using Zamzar
-Engage students in a discussion about these commercials. Introduce the components of the analysis tool: KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx What are these commercials saying? Why are they saying it? What action do they hope their audience will engage in? Who is the audience?
-Using the Key Questions tool, and a selected commercial (Carrots, Eat 'em Like Junk Food commercial) teachers will deconstruct a commercial for the class.
-Using the Key Questions tool, teachers and students will deconstruct a commercial together.
-Using the Key Questions tool, students will deconstruct an assigned commercial in small groups. Teachers will circulate and assist as needed.
-Students will independently decode an assigned commercial in small groups.
-The small groups will conference with the teacher to assess their progress.
-When the teacher is satified with the results, the group will prepare a lesson for the class using the deconstructed commercial.
-The student groups will present their commercial to the class, give the class a chance to decode the commercial, and then lead a discussion about the results.
Assessment/Evaluation (how will you know your APP works to meet your goals?):
-Students will decode an assigned commercial video clip in small groups. They will prepare a presentation for the class in which they will show the video, and will facilitate while classmates decode the group's commercial. Students will use KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES.docx to deconstruct the media message of the commercials. The class and the group will discuss their results. This method will allow students to prepare a topic for teaching (which results in the highest level of learning) and will also give all students multiple chances to decode media messages.
-We will assess if we have met our goals by evaluating the results of the students' presentation as well as individual student skills in deconstructing the media message of each group presentation.
Resources/Support that will help you in your development of the APP:
-Project Looksharp Materials to help us define and implement our literacy goals.
-Commercials downloaded from YouTube and converted to .wmv format using Zamzar
(Our goal is to collect 50 video clips of various food commercials)
Mean Joe Green Coke
Baby Carrots, Eat ‘em Like Junk Food
Cocoa Puffs Elevator
Airheads Bustin Loose
I’d Like To Teach The World To Sing Coke
Dr Pepper I’m a Pepper
Fruit Loops Colossal Island
Hawaiian Punch
Lucky Charms
Michael Jackson Pepsi Generation
Trix Got Milk Commercial
Trix Yogurt
Rice Krispies
Popsicle Commercial
Reeses Commercial
Difficulties/Obstacles to developing your APP:
Our most challenging obstacle is our Internet filter, which is set to maximum in our district. It is exceedingly difficult to access many online resources. We are working from home to obtain the needed materials for this project. Our filters and district policy limit us in our ability to use online apps with our students.
Planning Steps:
We have completed steps 1-5. Our next meeting will be in early January when will address step 6 and beyond.
1) Select a topic and begin to develop appropiate goals for the topic in terms of content and media literacy. We began this at the LSTA workshop.
2) Look more closely at the goals we have developed to determine if they fit the topic.
3) Collect commercial video clips for analysis.
4) Meet to plan activities in more detail and refine goals. Make sure this part of the Nutrition Unit aligns with the Science goals for 6th grade students.
5) Design the Key Question analysis tool. Refine it a bit more to align with 6th grade maturity levels. Include questions that will help students make the connections between what they have learned about eating healthy food and what the commercials are saying.
6) Design a log for students to record the commercials they have viewed for the Pre-unit activities.
7) Design a document that will scaffold/support students in their teaching experience.
8) Prepare a letter home to introduce parents to this topic and enlist their help in recording commercials viewed in the log. Encourage parents to discuss their views about the commercials with their child.
9) Using the Key Question Analysis Tool, attempt to deconstruct the commercials collected in order to develop our own skills in preparation for teaching the unit.
10) Map out a time frame for this unit.
11) Prepare for unit. Print out materials.
12) Launch unit.